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Coaching and ​Direction Required 

Districts that need intervention, need intervention for three or more consecutive years (NI3), or need substantial intervention on their annual LEA Determination require onsite/virtual ISBE coaching and direction to improve outcomes for students with disabilities. An ISBE special education monitor is assigned to each Tier 3 (Intensive) district to facilitate improvement planning and provide individualized monitoring and coaching support.


Districts with open findings of noncompliance (and corresponding scores of zero on the Illinois Special Education Accountability and Support System Risk Assessment Scoring Rubric) must complete the corrective action plan process for the identified indicator(s).

Intensive level districts must:

  • Assemble and convene a District Accountability Team (DAT).
  • Review data related to those compliance indicators and results elements for which the LEA received a score of zero or one and conduct a root cause analysis to address identified need(s).
  • Access intensive support resources and develop appropriate action steps.
  • Submit a Corrective Action Plan to the assigned ISBE special education monitor which addresses compliance-based issues and identifies what actions the district will implement as a result of the finding(s) of noncompliance.
  • Submit an Improvement Plan to the assigned ISBE special education monitor which addresses results-based issues and identifies what actions the district will implement as a result of low performance scores. A combined plan (Improvement Plan + Corrective Action Plan) is required if there is a Finding.
  • Complete two formal progress report reviews and submit them to the assigned ISBE special education monitor to verify district plan implementation.
  • Build sustainability and continued improvement capacity.


Intensive supports are administered with the intent to provide appropriate resources for LEAs to comply and implement IDEA requirements for students with disabilities.

  • Required for a small number of districts
  • Sustained district engagement
  • Individual district coaching required
  • Small group support, as applicable (i.e. CoP)/li>
  • Comprehensive Onsite/Virtual Review and Support
  • Assistance with data review and analysis
  • Corrective Action Plan technical assistance – compliance indicators
  • Improvement planning support – results indicators
  • Virtual conferencing support
  • Online state and national technical assistance resources
  • Self-assessment (Critical Components Tool for Special Education Programs)
  • Online catalog of supports/resources (i.e. support projects, webinars, FAQ, Q&A, and other guidance documents)

Improvement Planning for Special Education

​Critical Components Tool for Special Education Programs is a tool to be used by special education administrators to enhance and improve special education programming through the utilization of a program improvement process. In order to support school districts who want to review the provision of special education programs and services. This effort is led by the Illinois Center for Specialized Professional Support (ICSPS) at Illinois State University and supported by the Illinois State Board of Education.​

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